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Crossing the Curriculum through VR

Adam Forrester

English Language Centre

The Hong Kong Polytechnic University

2nd International Conference on English Across the Curriculum


Language Enhancement Grants 2016-19

Interactive Virtual Job Interviews with Self-Reflection for LMS Students

• Computing, Logistics and Shipping


The project is creating:

(1) VR job interview simulation on PC platform available in ELC’s independent language learning centre

(2) VR job interview simulation on mobile Android and iOS platforms

(3) Self-reflection materials for post-interview personal improvement


Students will be able to:

a) improve their language skills

b) enhance their job interview skills


VR and Language Learning

Taiwanese tertiary students

• improved their phonology, vocabulary, grammar and syntax knowledge (Chen, 2016)

3D immersive and interactive virtual English classroom

• promoted a positive student attitude and interactive learning experiences (Shih & Yang, 2016)


Reflection and Language Learning

Self-set goals and reflection

• Learners focus on specific language functions and vocabulary to complete communicative tasks successfully (Lozano Velandia, 2015)

Limitations in novice learners ability to reflect effectively

• provide learners with a practical framework of initial support (Power, 2016)


What is AR, VR and MR?

AR: Augmented reality (AR) adds

digital elements to a live view

often by using the camera on a

smartphone. Examples of

augmented reality experiences

include Snapchat lenses and the

game Pokemon Go.

• Virtual reality (VR)

• a complete immersion experience that shuts out the physical world

• use VR devices such as HTC Vive or Google Cardboard



•Mixed Reality (MR) experience

• Combines elements of both AR and VR

• Real-world and digital objects interact.


How can VR be used in education?

Virtual Fieldtrips

Prepare students for:• Overseas Service Learning• Overseas exchanges – campus visits• Immersion in new environments



Skills training

• The coffee experiment

(MacGillivray, 2017)



VR + Game-based learning

• goal-oriented and rule-based

• engage players through consequence

• system of rewards for achievement

• negative repercussions

• engage learners within the digital environment

• promote progress within the game experience


Interactive Virtual Job Interviews with Self-Reflection for LMS Students

Progress?

• Android version nearly ready

• iOS coming soon

• Full version in first quarter 2019

Opening Questions

• Small talk

General Question

• Biggest challenge

Computing Question

• Biggest challenge

Shipping Question

• Low sulphur fuel

Logistics Question

• Cruise shipping hub

General Question

• Closing

VR R

oom

in A

305

Challenges / Future

• Launch and collect data

• Introduce game element

• Investigate possibilities of hand and finger tracking

• Explore speech recognition• Tailor questions depending upon response

• Extend VR to other areas• Presentation skills• Service learning

[email protected]

tiny.cc/AdamF


Chen, Y. L. (2016). The Effects of Virtual Reality Learning Environment on Student Cognitive and Linguistic

Development. Asia-Pacific Education Researcher, 25(4), 637–646. http://doi.org/10.1007/s40299-016-0293-2

Lozano Velandia, S. A. (2015). Goal-setting and Self-reflection to Enhance Learners’ Interaction in an ESP Context. Latin American

Journal of Content & Language Integrated-Laclil, 8(2), 131–160.

http://doi.org/10.5294/laclil.2015.8.2.4

MacGillivray, I. (2017). Daydream Labs: Teaching Skills in VR. Google. https://www.blog.google/products/daydream/daydream-labs-

teaching-skills-vr/

Power, J. B. (2016). Has this begun to change the way they think? Moving undergraduate learners’ level of reflection from where it is

to where it needs to be. Teaching in Higher Education, 2517(May), 1–14. http://doi.org/10.1080/13562517.2015.1136278

Shih, A. Y., Yang, M.T. (2016). International Forum of Educational Technology & Society A Collaborative Virtual

Environment for Situated Language Learning Using VEC3D Published by : International Forum of Educational Technology & Society.

Educational Technology & Society, 11(1), 56–68.

http://doi.org/10.1007/s40299-016-0293-2

http://doi.org/10.5294/laclil.2015.8.2.4

http://doi.org/10.1080/13562517.2015.1136278

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